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4
What the Users Say and Think
Contents of Table 1 lend some justification to the effectiveness of the simulations
and the visualizations we adopted. Further qualitative and quantitative evaluations
we conducted [4] also add weight to the positive impact of our methods. We con-
tinue to improve our visualizations and made our simulators public via a dedicated
educational site [5] that has been receiving much International interest.
Table 1
A small sample of student reflections and comments from instructors on the simulations
References
1.
Mustafa, B.: YASS: A System Simulator for Operating System and Computer Architec-
ture Teaching and Learning. In: FISER 2009 Conference, Famagusta, Cyprus, March
22-24 (2009)
2.
Naps, T.L., Fleischer, R., McNally, M., et al.: Exploring the Role of Visualization and
Engagement in Computer Science Education. ACM SIGCSE Bulletin 35(2) (June 2003)
3.
Bloom, B.S., Krathwohl, D.R.: Taxonomy of Educational Objectives; the Classification
of Educational Goals. In: Handbook I: Cognitive Domain. Addison-Wesley (1956)
4.
Mustafa, B., Alston, P.: Understanding Computer Architecture with Visual Simulations:
What Educational Value? In: International Workshop on evidenced-based Technology
Enhanced Learning, Salamanca, Spain, March 28-30 (2012)
5.
Teach-Sim educational simulators,
http://www.teach-sim.com
(accessed January 10, 2013)
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